| Measuring Educational Constructs: Basic Concepts |
|
The first chapter used a historical definition of measurement to elaborate the parts of a well functioning assessment system . Before we begin the assessment design or selection process, it is necessary for us to have a clear notion of the construct to be measured, the assessment purpose(s), and the population that will be the focus of the measurement. An early step in assessment design requires us to provide an operational definition of the construct. Next, we devise a procedure which will yield dependable and accurate information on the construct, in the population of interest. The assessment tools we design or select must be both technically defensible as well as serve our practical needs. Page 3 |